COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Abstract

COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

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The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis

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“…In this study, we code the type of research design into the following three categories: descriptive, correlational, and quasi experimental/experimental ( Locke et al, 2010 ). Studies using a descriptive research design (e.g., Moliner & Alegre, 2022 ) provide information about the average gap in test scores between the Covid-19 and non-Covid-19 cohorts without accounting for differences between these two cohorts (for example in terms of individual characteristics such as gender and socio-economic background) that could affect academic performances. 7 On the other hand, studies employing a correlational research design (e.g., Ludewig et al, 2022 ) attempt to isolate the effect of Covid-19 from that associated with other factors that could influence student achievement, but their results cannot be given a causal interpretation.…”

Longitudinal Data of High-school Students’ Grades during the COVID-19 Pandemic in Relation to Their Skills

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